The effect of grazing pressure on rotationally grazed pastures in spring/early summer on the performance of dairy cows in the summer/autumn period

peer-reviewedTwo experiments (E1 and E2) were carried out to examine the effects of sward type (ST) on dairy cow performance. Applying grazing pressures (GP) in spring/early summer of 6.35, 4.24 and 3.53 cows/ha in E1, and 6.06, 5.05 and 4.03 cows/ha in E2, created the different ST. From summer to autumn, two stocking rates (SR) were applied to each sward, i.e., high (HR) and low (LR). As GP was reduced, the swards were characterised by progressively higher herbage mass of lower organic matter digestibility (OMD) and live leaf (LL) proportion, termed high (HQ), medium (MQ) and low (LQ) quality. There was no interaction between ST and SR for any animal performance variables except for grazing time. Mean diet OMD was 0.816, 0.803 and 0.794 (s.e. 0.0029) in E1, and 0.793, 0.780 and 0.772 (s.e. 0.0021) in E2, for HQ, MQ and LQ, respectively. The corresponding values for LL were 0.785, 0.740 and 0.709 (s.e. 0.0121) in E1, and 0.825, 0.790 and 0.759 (s.e. 0.0095) in E2. Milk yield per cow was 13.2, 12.2 and 10.6 (s.e. 0.55) kg in E1, and 18.4, 17.5 and 16.2 (s.e. 0.32) kg in E2, for HQ, MQ and LQ, respectively. Milk yields were 11.1 and 12.9 (s.e. 0.46) kg in E1, and 16.4 and 18.3 (s.e. 0.26) kg in E2, for HR and LR, respectively. There was no effect of ST or SR on milk composition or body weight gain. Herbage organic matter intake was 12.8, 12.5 and 11.1 (s.e. 0.28) kg in E2, for HQ, MQ and LQ, respectively. The corresponding values were 11.4 and 12.9 (s.e. 0.23) kg for HR and LR, respectively. The results show that milk yield of springcalving dairy cows is higher in summer when high rather than low stocking rates are applied in spring/early summer. The increased milk production is attributed to higher intake of herbage of higher nutritive value

The effect of grazing pressure on rotationally grazed pastures in spring/early summer on subsequent sward characteristics

peer-reviewedTwo experiments (E1 and E2) were carried out to examine the effect of grazing pressure (GP) in the early part of the grazing season on subsequent sward composition. Three GP levels, equating to 6.35, 4.24 and 3.53 cows/ha in E1, and 6.06, 5.05 and 4.03 cows/ha in E2, were used. The GP treatments were applied between April and July in E1, and April and June in E2. As GP decreased different swards, termed high (HQ), medium (MQ) and low (LQ) quality, were created. The post-grazing sward heights at the end of the GP periods were 6.6, 10.5 and 14.6 (s.e. 0.78) cm in E1, and 5.9, 8.8 and 11.4 (s.e. 0.39) cm in E2, for HQ, MQ and low LQ, respectively. Organic matter digestibility coefficients for herbage from the HQ, MQ and LQ swards during the subsequent grazing cycles averaged 0.770, 0.729 and 0.702 (s.e. 0.0055) in E1, and 0.761, 0.731 and 0.711 (s.e. 0.0038) in E2, respectively. Average live leaf proportions of the HQ, MQ and LQ swards were 0.583, 0.427 and 0.329 (s.e. 0.0193) in E1, and 0.600, 0.474 and 0.362 (s.e. 0.0155) in E2, respectively. GP had a significant effect on the proportion of grass area categorised as short grass (SG). The proportions of SG area in HQ, MQ and LQ were 0.711, 0.579 and 0.445 (s.e. 0.0106), respectively, in E1, and 0.700, 0.556 and 0.441 (s.e. 0.0133), respectively, in E2. Pre-grazing herbage mass (dry matter above 45 mm) was 2,065, 2,736 and 3,700 (s.e. 144.1) kg/ha for HQ, MQ and LQ, respectively, in E1 and 2,688, 3,735 and 4,722 (s.e. 145.0) kg/ha for HQ, MQ and LQ, respectively, in E2. The results show the importance of early season grazing pressure in creating a leafy high-digestibility sward for the remainder of the grazing season

The effect of herbage mass and allowance on herbage intake, diet composition and ingestive behaviour of dairy cows

peer-reviewedAn experiment was conducted to examine the effects of herbage mass [HM, based on regrowth intervals of 35 (T) and 21 (S) days] and herbage allowance [HA, 20.2 (H) and 12.7 (L) kg organic matter (OM)/cow] on herbage OM intake (OMI), dietary composition and ingestive behaviour of dairy cows. Four groups of three cows each were used in a 4 × 4 greco-latin square design along with four oesophageal-fistulated cows. The treatment periods were 7 days and the squares (SQ) were repeated three times in a balanced way. The experiment was conducted from 11 April to 3 July 1986. The HM (organic matter) above 3 cm was 3064, 3472 and 3515 kg/ha for T and 2395, 1113 and 2396 kg/ha (s.e. 94) for S, for SQ 1 to 3, respectively. Organic matter digestibility (OMD) was 842, 799 and 778 g/kg for T, and 851, 842 and 804 g/kg for S (s.e. 0.9), for SQ 1 to 3, respectively. Sward height (cm) after grazing was 8.5 and 7.6 for T and S, and 9.6 and 6.5 for H and L (s.e. 0.18), respectively. OMI was 15.2, 14.8 and 15.2 kg for TH, 12.3, 11.9 and 10.7 kg for TL, 15.8, 14.8 and 14.5 kg for SH and 11.9, 11.1 and 11.2kg for SL (s.e. 0.24), for SQ 1 to 3, respectively. The OMD of the diet was closely related to proportion of live leaf in the diet and sward OMD. Average biting rate increased with decreasing HM (R2 0.65). Grazing time was 8.93, 9.11 and 9.06 h for TH, 8.13, 7.96 and 7.91 h for TL, 8.96, 9.59 and 9.29 h for SH and 8.56, 9.36 and 8.52 h for SL (s.e. 0.155), for SQ 1 to 3, respectively. Multiple regression analysis showed that OMI was significantly related to HM (+0.48 kg/t), OMD of the sward (+0.18 kg per 10 g/kg) and pre-experimental milk yield (+0.37 kg/kg) (R2 0.89). The increase in OMI with potential milk yield, as indicated by pre-experimental yield, accounted for 0.80 of the supplementary energy requirements.National Development Plan 2000-200

Effects of daily herbage allowance and stage of lactation on the intake and performance of dairy cows in early summer

peer-reviewedThis research was part-funded by European Union Structural Funds (EAGGF).The aim of this study was to investigate the relationship between daily herbage allowance (DHA) and the performance of dairy cows at two stages of lactation. Spring-calving (n=42, mean calving date 17 February) and autumn-calving (n=42, mean calving date 22 September) Friesian cows were divided into three equal groups and assigned to three levels of DHA (above a cutting height of 35 mm), 17 (L), 20 (M) and 23 (H) kg of dry matter (DM) per head, from late April to late June, 1996. The spring-calving cows grazed to sward heights (mm) of 47, 56 and 65 (s.e. 0.6) and residual herbage organic matter (OM) masses (above 35 mm) of 294, 408 and 528 (s.e. 12.1) kg/ha for L, M and H, respectively. The autumn-calving cows grazed to corresponding sward heights of 51, 60 and 69 (s.e. 1.1) mm and leftresidual herbage OM masses of 364, 445 and 555 (s.e. 12.9) kg/ha for L, M and H, respectively. Pastures were mechanically topped post grazing. Spring-calving cows consumed 13.3, 14.7 and 15.5 kg OM (s.e. 0.47) per day, and autumn-calving cows consumed 13.3, 13.8 and 14.9 kg OM (s.e. 0.43) per day for L, M and H, respectively. Mean daily solids-corrected milk yield was 23.1, 23.8 and 24.8 (s.e. 0.34) kg for the spring-calving cows, and 17.5, 18.4 and 18.7 (s.e. 0.35) kg for the autumncalving cows, for L, M and H, respectively. Milk yield could be predicted from preexperimental yield (PMY) and daily herbage organic matter allowance (DOMA, kg) according to the following equation: y = −1.13 + 0.76 (s.e. 0.030) PMY + 0.22 (s.e. 0.057) DOMA (r.s.d. 1.32, R2 0.89). The results indicate that high individual cow and herd production levels can be achieved from high quality herbage alone during early summer at a DHA of 23 kg DM for spring-calving cows and 20 kg DM for autumn-calving cows.European Unio

Brexit and the Future of Scotland

Four years after the United Kingdom’s (UK) referendum to leave the European Union (EU), many questions remain, especially about the mechanics of the so-called “Brexit.” However, there is a general lack of media discussion about the effects of the Brexit on Scotland, who voted overwhelmingly to remain in the EU, and two years prior to the EU referendum, Scotland voted to remain in the United Kingdom by a small margin. One of the main arguments for remaining in the UK was that there was doubt that Scotland could join the EU after leaving the UK. The research question for this project is, “What are the possible paths forward for Scotland in a post-Brexit future? And how likely are these options?

The Lost-Boys Phenomenon: Case Studies of San Diego High School Males

By most measures of success—e.g., academic Grade Point Average (GPA), graduation rates, participation in extracurricular and civic activities, and college enrollment—adolescent males are less successful than females. Young males are falling behind in reading and writing and are more likely to be involved in truancy, violence, crime, suicide, and substance abuse. While the nation mobilized to address historical gender discrimination issues for females since the 1970s, there has not been a similar effort mounted to assist adolescent males. The trends alluded to in the previous paragraph have begun to be recognized by popular-press authors. Some have begun to refer to contemporary adolescent males as lost boys. To date, however, the academic literature on this topic has been limited. This study begins to systematically research the characteristics associated with the lost-boys phenomenon from the perspective of the high school aged males themselves. The purpose of the research was to begin to create grounded theory about the lost-boy phenomenon and identify the common characteristics and differences noted in a small sample of adolescent males who exhibit the syndrome. The study employed qualitative research methods to provide richness of detail. Case studies of eight high school males identified as underachievers by school teachers and administrators are presented. The findings suggests the following: (a) the adolescent males in this study had few, if any, mentors, heroes, and people other than family and peers they ask for advice; (b) even in this study\u27s small sample, there was variation in the quality and quantity of male social relationships and this variation appeared to impact academic performance; (c) because of moving and other disruptions, supportive relationships often were difficult to establish; (d) some interviewees indicated that being asked introspective-oriented questions during interviews helped them improve their academic performance; (e) there were no programs to assist underachieving adolescent males identified in this study; (f) while ethnicity is factor in forming relationships, and therefore, may indirectly impact academic performance, this study\u27s diverse (but admittedly small) sample suggests that there are common elements in the modern adolescent male experience that transcend ethnicity, socio-economic status, and familial influences

The MaPS project: mapping teacher conceptions of musical development

The chapter starts from the premise that an historically- and institutionally-formed orientation to music education at primary level in European countries privileges a nineteenth century Western European music aesthetic, with its focus on formal characteristics such as melody and rhythm. While there is a move towards a multi-faceted understanding of musical ability, a discrete intelligence and willingness to accept musical styles or 'open-earedness', there remains a paucity of documented evidence of this in research at primary school level. To date there has been no study undertaken which has the potential to provide policy makers and practitioners with insights into the degree of homogeneity or universality in conceptions of musical ability within this educational sector. Against this background, a study was set up to explore the following research questions: 1. What conceptions of musical ability do primary teachers hold a) of themselves and; b) of their pupils? 2. To what extent are these conceptions informed by Western classical practices? A mixed methods approach was used which included survey questionnaire and semi-structured interview. Questionnaires have been sent to all classroom teachers in a random sample of primary schools in the South East of England. This was followed up with a series of semi-structured interviews with a sub-sample of respondents. The main ideas are concerned with the attitudes, beliefs and working theories held by teachers in contemporary primary school settings. By mapping the extent to which a knowledge base for teaching can be resistant to change in schools, we can problematise primary schools as sites for diversity and migration of cultural ideas. Alongside this, we can use the findings from the study undertaken in an English context as a starting point for further investigation into conceptions of music, musical ability and assessment held by practitioners in a variety of primary school contexts elsewhere in Europe; our emphasis here will be on the development of shared understanding in terms of policies and practices in music education. Within this broader framework, our study can have a significant impact internationally, with potential to inform future policy making, curriculum planning and practice

A Comparison of Perennial Ryegrass Cultivars Differing in Heading Date and Grass Ploidy for Grazing Dairy Cows at Two Different Stocking Rates

Animal productivity is the ultimate performance indicator of any new grass cultivar. Direct assessment is complex and expensive. Recent research has identified a number of important sward factors that influence intake and production. The most important factor appears to be green leaf mass. The objective of this two year study was to investigate the effects on milk yield, composition and grass intake of grass cultivars with contrasting heading dates (HD) and grass ploidies (PL) when grazed at different stocking rates

Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context

This study investigates how generalist primary teachers conceive of music, how they make sense\ud of a prescribed music curriculum and how they teach it in the course of their professional\ud practice in an institutional setting.\ud Following an overview of the study in chapter one, the literature review is presented. Chapter\ud two describes the framing of music education in the Irish primary school context. In chapter\ud three, factors influencing teacher practice are identified as official policy, the ethos of the school\ud and teacher beliefs. In addition, and taking a multi-faceted view of knowledge, the relationship\ud between formative experiences and practice is examined. It is argued that teacher knowledge\ud cannot be separated from the context in which it is learned and used. A synthesis of key points is\ud presented in chapter four.\ud The design and methodology are outlined in chapter five. A qualitative approach was adopted\ud where interview and observation methods were used to gain access to the orientation to practice\ud and to the curriculum emphasis of five respondents. Data from the fieldwork were organised into\ud categories from which, in the case of each respondent, an interpretative account of their practice\ud was compiled and is presented in chapter six. Analysis of the data is presented in chapter seven.\ud In the case of the five primary teachers, the study has confirmed that, whilst there are\ud commonalities among the respondents regarding transmission of aspects of performance and\ud music literacy, there are differences too. It is suggested that differences in teacher practice can\ud be defined in terms of the values teachers attribute to music in their own lives and in the lives of\ud their pupils. In chapter eight, conclusions and implications for further research are presented.\ud Significantly, the study has provided a framework for research on practice in which\ud commonalities and differences may be examined